PowerPoint Presentation

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Using the TEACHING PYRAMID INFANT–TODDLER OBSERVATION SCALE for INFANT–TODDLER CLASSROOMS

Webinar

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Presenters

About the TPITOS

How the TPITOS is used

Who completes the TPITOS?

Comparing TPITOS and TPOT

Structure of the TPITOS

Products

TPITOS Items

INDICATOR FREE PLAY STRUCTURED GROUP CARE ROUTINES OUTDOORS Y/N NOTES
CBR1 Teacher talks often to individual children.
CBR2 Teacher joins in children's activities and follows the child's lead by matching the focus of his or her attention to the child's focus of attention.
CBR3 Teacher comments on children's interests, activities, or actions.
CBR4 Teacher imitates and/or expands upon children's vocalizations or imitates actions.
CBR5 Teacher listens and responds to children's attempts to communicate.
CBR6 Teacher encourages child communication, skills, behaviors, and activities through positive, descriptive statements.
CBR7 Teacher provides opportunities for children to initiate social interactions and provides time throughout interactions for the child to take a turn or form a response.
CBR8 N/A Teacher uses alternative strategies for communicating with children who have language delays or are DLLs.

TPITOS Scoring Form

INDICATOR FREE PLAY STRUCTURED GROUP CARE ROUTINES OUTDOORS Y/N NOTES
RDC1NAA Teacher's tone remains calm, supportive, and positive during children's distressful or challenging episodes. Yes, No, or N/A
RDC2NAA Teacher immediately responds to children in distress to assess children's status.
RDC3NAA Teacher provides positive attention to toddlers when they have calmed down and are behaving appropriately.
RDC4NAA Teacher uses a challenging situation as an opportunity to help children recognize and deal with emotions.
RDC5NAA Teacher provides support to toddlers who are angry or upset to help them with problem solving, when appropriate.
RDC6NAA Teacher uses strategies such as redirection and/or planned ignoring with individual toddlers who are in distress or engage in occasional episodes of challenging behavior. Obs.
RDC7NAA Teacher uses a variety of strategies to console, soothe, or calm children who are in distress and individualize responses according to children and situations. Obs.
YES TOTAL:NO TOTAL:Sum yes and no scores

TPITOS Elaborations

TPITOS Routines

INDICATOR Y/N NOTES
SMD1 N/A Teacher uses or reports using specific strategies or modifications to support the social-emotional development of children with disabilities/delays.
Interview Question:“Can you describe any specific strategies, modifications, activities, or materials you use with children with disabilities or delays to support social-emotional development?” Obs.
SMD2 N/A Teacher uses or reports using specific strategies or modifications to promote social-emotional development with children who are DLLs.
Interview Question:“Can you describe any specific strategies, modifications, activities, or materials you use with children who are DLLs to promote social-emotional development?” Obs.

Interview Worksheet

INTERVIEW WORKSHOP
Date of interview: Teacher name/ID:
Program/Center name: Observer name/ID:
Classroom name:
Directors: The workshop lists all the items, instructions, and questions from the Teaching Physical Development Observation Stock that you present in the interview. You may not use any of them unless they are appropriate for an interview during the teacher interview as well as for classroom items that may be covered based on teacher reporting.

TPITOS Item Scoring

INDICATOR FREE PLAY STRUCTURED GROUP CARE ROUTINES OUTDOORS Y/N NOTES
CBR1 Teacher talks often to individual children. Y Y N Y Indicators
CBR2 Teacher joins in children's activities and follows the child's lead by matching the focus of his or her attention to the child's focus of attention. Y N N N
CBR3 Teacher comments on children's interests, activities, or actions.

TPITOS Red Flags

TPITOS Scoring Summary

Scoring Spreadsheet

Benefits of Using the TPITOS

“An innovative and invaluable tool for teachers in infant–toddler settings to create a warm and responsive classroom environment and to improve children’s social-emotional skills.”

Jane Squires, Ph.D., Department of Special Education and Clinical Sciences, University of Oregon

“The indicators of the TPITOS went a long way to forming clear, attainable, practice-based learning objectives. Teachers went from having a laundry list of goals that felt mysterious and unattainable, to having clear next steps. The TPITOS helps teachers build a common language among staff.”

-Pyramid Coach

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